1. Portfolio (LG)
Provides a systematic & organized collection of evidence of a student's efforts, progress, growth, and achievement in a particular area (Stiggins, 2005)
Provides opportunity for student reflection or self-assessment Examples-New High Tech School in Napa California & Merrimack College involves students in long-term technology dependent portfolio projects where students revisit portfolio to observe their own growth (Nabuzzetto-More & Alade 2006)
critical thinking skills are fostered through discussion of considering the what is the best work to include in the portfolio
Particularly helpful for complying with the assessment mandates for students with significant cognitive disabilities specified in No Child Left Behind Act 2001because sound and video clips can be included to who evidence of students performing academic and social activities (Glo-Sheib & Telthorster, 2006) Example-
Allows educators to examine skills such as higher order thinking, communciations, and collaborative skills (Nabuzzetto-More & Alade 2006)
help students make career choices(Nabuzzetto-More & Alade 2006)
help students improve organizational skills, recognize skills, abilities, and shortcomings (Nabuzzetto-More & Alade 2006)
allow students to promote themselves to higher education or career field by showcasing accomplishments (Nabuzzetto-More & Alade 2006)
NETS Standards for Student Addressed
Often teachers focus too much on technical aspects of portfolio and not enough on assessing the content to be learned (GCU Module 7 Lecture Notes)
Time consuming and challenging to evaluate (Morning side College, 2006)
content may vary widely among students
Students that transfer to a class may not have time to complete the portfolio
Evaluation process may be subjective rather than objective (Morning side College, 2006)
Technology has made portfolios more efficient, easier to compile, possible to save, edit and update.
Facilitates the ease which portfolios can be shared with others (Salend, 2009)
Technology also allows the user to be creative and produce a unique document that reflects the individual.
Can hold a greater number and variety of artifacts (Nabuzzetto-More & Alade 2006)
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.
apply existing knowledge to generate new ideas, products, or processes.
b.
create original works as a means of personal or group expression.
c.
use models and simulations to explore complex systems and issues.
d.
identify trends and forecast possibilities.
2. Document Based Questioning (LG)
bryanabbott.com
1. Prompt students to ask questions. (National Archives 2010)
2. Encourage students to acknowledge various points of view.
3. They help establish context for historical events.
4. Allow students to discover evidence.
5. Help students see cause and effect relationships.
6. They encourage students to compare and contrast evidence.
7. They help students understand continuity and change over time.
8. Force students to consider and recognize bias.
9. Make students question where information comes from.
10.They drive students to determine validity and reliability of sources.
11.They enable students to realize the importance of referencing multiple resources for information. (National Archives, 2010)
2. Students may try to look up the documents explanations via internet web pages rather than try to understand the document themselves, so teachers need to be aware and limit opportunities for plagiarism and check for plagiarism.
3. Students need ample time on computers to first examine electronic document sources, analyze them, categorize the documents electronically, and use word processing to create outline, rough draft, and final paper.
1. Technology can be a useful tool for document based questioning. Students could access electronic documents from sources such as the websites listed below.
The Library of Congress - There are primary source sets for American history. You may also design your own professional development in teaching with primary sources.
2. Programs like Mindmeister could help students categorize the documents into buckets or analytical categories.
3. NETS Standard Addressed
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a.
plan strategies to guide inquiry.
b.
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c.
evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d.
process data and report results.
3. Students Teach a Concept (LG) csuchico.edu
1. Allows for direction observation of what students how about a subject and the skills they have to use technology to employ the topic.
2. Student work is more motivated, efficient, active and intensive due to lowered inhibitions and an increased sense of purpose
3. By eliminating the class division of authoritative teacher and passive audience, an emotive solidarity is obtained.
4. Students may perform many routine tasks, otherwise unnecessarily carried out by the instructor
5. Next to subject-related knowledge students gain important key qualifications like
1. The introduction of the lesson plan format and use of technology requires a lot of time.
2. Students have to work more than usual. Students may need up to three or more class periods to plan teaching one lesson.
3. There is a danger of simple duplication, repetition or monotony if the teacher does not provide periodic didactic impetus. (Learning by Teaching)
1. Students could use technology in a variety of ways to teach a lesson. Creating a power point is one possibility. The teacher would need to provide guidelines on what to produce using technology.
2. Students could also put together their lesson using pictures, diagrams, videos, etc from internet sources.
3. Google docs would help students compile their lesson. They could each work on one file (power point, word, excel, publisher) at the same time in different locations or at home. It is a big time saver for students and teachers.
4. Students could use **rubistar.4teachers.org** to create a rubric for assess what they teach the students during their lesson.
5. NETS Standard Addressed
5.
Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a.
advocate and practice safe, legal, and responsible use of information and technology.
b.
exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c.
demonstrate personal responsibility for lifelong learning.
d.
exhibit leadership for digital citizenship.
4. Virtual Learning/ Field Trip (LG)
www.nasa.gov
1. provide teachers with opportunity to assess academic, critical thinking, social, and metacognitive skills (Salend 2009)
2. Allows teachers to assess students academic, functional, transitional, social, and vocational skills using computer virtual learning experiences
Example- Students can perform a virtual job, respond to a virtual job interview, or go shopping in a virtual supermarket (Salend, 2009)
3. Students can ask questions to virtual field trip presenters.
4. Some programs are free.
5. Opens doors up for students. Example- Students can take a virtual field trips to Anarctica.
1. Naturally, a virtual fieldtrip is simply unable to provide the sensory experiences of touch, smell, and perhaps taste where applicable. A virtual fieldtrip can only accommodate a child’s sense of sight and sound.
2. Inability to Ask Questions. Another downside of taking a virtual fieldtrip is the one-sided nature of this type of exploration. The students who use their computers and internet to travel to new destinations are unable to ask tour guides, docents, or other specialists any questions about the location they are learning about. Students are naturally curious and I believe they would have numerous questions after taking a virtual field trip that might not be in the teacher’s in-depth knowledge bank.
3. Lack of an Updated Experience. Exploring a destination using a virtual fieldtrip does not always provide an up-to-date experience. For example, a museum is a location that is constantly changing. Museums often change their exhibitions, feature a local artist every few months, or rotate special collections. Even the best websites are simply unable to constantly update the site’s activities and features, such as virtual fieldtrips. For a live, minute-by-minute experience a virtual fieldtrip just cannot live up to the real fieldtrip experience. (Robins 2008)
4. Some virtual field trip equipment is expensive.
1. Student can access a variety of websites to take a virtual field trip. The following two links provide opportunities for students. www.**field-trips.org**/**trips**.htm www.techtrekers.com/virtualft
2.Or students can create their own virtual field trip and publish it at www.**uen.org**/tours. To make their own virttual field trip they would need access to a video camera and a video production program such as Windows Media Player.
3. http://meetmeatthecorner.org/ also allows students the opportunity to view podcasts.
4. After the virutal field trips students could respond to the experience by posting on a blog.
5. Students could could have questions to answer during the virtual field trip on their lap top or ipad.
6. Students could answer questons about the virtual field trip using Active Vote Expressions from Promethean Planet.
NETS Standard Addressed:
6.
Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a.
understand and use technology systems.
b.
select and use applications effectively and productively.
c.
troubleshoot systems and applications.
d.
transfer current knowledge to learning of new technologies.
5. Digital Storytelling (LG)
Use of digital cameras, camcorders, and audio recorders to record video and audio material and then use software programs to create digital videos or stores presenting role plays, documentaries, narratives, poems, book reports, interviews, and skills demonstrations (Salend, 2009)
1. these programs allow students to record narrations to describe the learning products, processes, and outcomes (Salend, 2009)
2. Digital storytelling is a particularly good format for allowing students to share information about themselves and their families with others (Skouge et al., 2007; J.R. Thompson et al, 2007) Example- Student could create a digital storyboard that tells about the student's career goals, interests, and include interviews with family and friends, and music and pictures to help those at an IEP meeting develop transitional services for higher education experiences (Salend, 2009)
3. allows user to craft and record meaningful stories from their lives and share these stories in ways that enable learning, build community, and inspire justice (Center for Digital Storytelling, 2010) Example- Guardian Scholars at California State University, Fullerton http://calstate.fullerton.edu/news/2005/storytelling.html Berkeley, CA, U.S.A. Beginning in 2004, the Center has led an intensive, four-day workshop/retreat each January with new Guardian Scholars at Cal State Fullerton—former foster youth who receive full tuition and expenses for college. A spin-off of our collaboration with the Y.O.UT.H. Training Project, the Guardian Scholars digital storytelling program has illustrated the immense value, to youth who grew up in care, of reflecting on their life experiences as they transition to higher education. 4. collaboration skills are enhanced as students work together to create a storyboard
5. allows more learning styles to be used than traditional writing
Examples-
-sound options reach auditory learners
-hands-on learners can include video
6. students become more engaged because the assignment relates to them and their interests
7. enhances writing by requiring students to consider a wider audience, not just their teacher (http://edweb.fdu.edu/folio/FrancoE/ST/benefits.html)
9. a less intimidating way for English learners of other languages, poor readers, and shy students to share their writing and ideas
1. First, student creators might be tempted to make the digital story more about the technology and less about the story. It’s great that students can be creative with their assignment, but the technology should not outshine the story.
2. Secondly, students must be aware of the computer software as well as the basic operations of a computer so that teacher assistance is less tech oriented and more about the project itself. Students must have the necessary computer foundation to perform well in class while using technology.
1. digital storytelling websites such as the Center for Digital Story Telling at www.storytelling.org/index1.html and Educational Uses of Digital Storytelling allow user to be creative and develop presentation skills with options such as the ability to integrate music and artwork.
2. students could record themselves uisng audacity and add the sound bit to their program.
3. Students could use a scanner to add in documents.
4. Students could use avideo camera to record videos and then use a program like Windows Media Players edit.
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.
apply existing knowledge to generate new ideas, products, or processes.
b.
create original works as a means of personal or group expression.
c.
use models and simulations to explore complex systems and issues.
d.
identify trends and forecast possibilities.
6. Post to weblog (LG)
An online diary that can be updated regularly by students and teachers to present student assignments. corp.alianzo.com
1. Asking an open ended questions can produce open ended responses that allow more opportunities for creative and critical thinking skills to be employed
2. Blogs include text, video clips, audio files, and links to other websites provided the ability to reach many types of learners and allow for creativity
3. Blogs are a good way to extend classroom discussion beyond the confines of the classroom (Salend, 2009)
4. blogs provide an opportunity for students to work on communication skills and share information they have learned (Salend, 2009)
5. Students can use self-assessment by keeping a log of what they learned, the strategies used to learn them, and things they still do no understand (Salend, 2008). Teacher may view the self-assessment and decide what teaching strategies are in need of revision.
1. The teacher needs to spend time preparing students regarding their online safety. Students to be advised not to reveal personal information (Smaldino p 186).
2. Teachers need to make sure the settings have students post before they can read other's comments to avoid copying other students ideas in their postings.
3. Teachers need to have a back up assessment plan in case a students can not access the interent or technology failes. For instance, allow students to email responses if the blog website had technical difficulties.
1. Students can use a variety of technologies to enhancetheir blog postings including videos, sound, and images. The could use you tube downloader to get videos for their blog. Use audacity to record their voice and add it to their blog, or take pictures using a camera and edit them using Photoshop.
2. Students can create their own blogs at www.**blogger.com**/start to reflect on topics they have learned and discuss the topic with other to get new insight.
3. NETS Standard for Students Addressed
2.
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a.
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c.
develop cultural understanding and global awareness by engaging with learners of other cultures.
d.
contribute to project teams to produce original works or solve problems.
(1) Layered Curriculum is individualized, yet offers differentiation at the same time. Every child gets the same set of assignments to choose from, but the way that the assignment is interpreted is up to the child.
(2) Layered Curriculum is a stress free way to assess a child, while scaffolding, without giving them a stressful test. Students have a large time limit, like 5 days, not a shirt time limit like 50 minutes to complete assessment.
(3) Layered Curriculum is more about individual student growth, versus a one-time assessment of knowledge. Layered Curriculum is about applying knowledge, and then allowing the student to orally defend their work.
(4) Layered Curriculum teaches the student responsibility, because it is up to the student to keep the assessment that the teacher and student have completed together.
(5) Classroom management issues are reduced, because the student is working individually, usually on different assignment, and engaged with the assignment at hand.
(6) Student complaints are also reduced, because students choose which assignments they want to complete. If the student proclaims that they are not an artist, they can choose a non-drawing assignment, such as memorizing a famous soliloquy.
(7) Students want to complete layered curriculum, because it is freedom from a traditional classroom, and puts learning into their realm of understanding.
(1) Student can feel overwhelmed by the amount of assignments to choose from, and also the responsibility of choosing the work that will constitute a fraction of his or her grade.
(2) Student may not be ready to take on the freedom of layered curriculum, where self-discipline is expected out of mature students.
Layered Curriculum is open for any and all technologies. When the teacher makes the assignment sheet for the Layered Curriculum, he or she may integrate as much or as little technology as they like. Some more traditional teachers may feel more comfortable choosing textbook assignments and lectures. Less experienced teachers can incorporate students making movies, presentations, comic strips, word processing documents, etc.
(1) If the student is not made aware of the observation, the assessor gets a true reflection of the student’s behavior, work ethic, and interactions with peers.
(2) If the student is assessed several times for short periods of time, the assessor gets a better reflection, and can account for good days and bad days.
(3) If the student is screened before the observation, help can be offered after the observation. For example, if the child says that words seem to “switch places” and then is observed with struggling to read, the child may be diagnosed with dyslexia.
(4) Being observed might be a better assessment for the student, because all that the student has to do is be himself or herself, and not have the pressure of memorization or essay-writing.
(1) When the student is made aware, the student can become fake, and not give a the assessor a true reflection.
(2) If the student is assessed only a few times for lengthy periods, the student’s true potential is not truly observed. If the teacher teaches the child ten months out of the year, but is only observed three times, the student could be having issues outside of the classroom, and the impact of the issue could effect all aspects of the student’s performance.
(3) If the student is only observed, and not interviewed before and after the observation, the assessor does not get all the information, and assumptions can be made.
(4) Students may find it more stressful to be “watched” than to take a test.
Observation can easily become technological by incorporating webcams or Internet based communication devices, like Skype.
(1) If the test is made before the unit begins, this will enhance learning for the class, and make for a better assessment in the end. (2) Visual learners are successful at teacher-made test, but auditory and kinesthetic learners are at a disadvantage. (3) If the test includes a variety of question styles, the test will automatically be more effective. (4) If the test is purely multiple-choice, the test can take away the stress of writing.
(1) Testing usually only hits level 1 on Bloom’s Taxonomy, meaning only knowledge recollection. True assessment should hit several levels of Bloom’s taxonomy.
(2) Different from standardized testing, teacher-made tests are intended to be short and quick to grade, which may not accurately assess a student’s knowledge.
(3) If the student is a poor reader, the student might know the knowledge by listening to the teacher, but cannot relay that due to illiteracy.
(4) Teacher-made tests are usually made after the unit has been taught, which limits the teacher’s ability to recall what has been taught. (5) Some students prefer to take 30-minutes out of the class period, take the teacher made test, and go on with the class. Some students do not put the effort into the test as they may put into a project. (6) Teacher rarely include how the test will be graded, and leaves students without instant gratification.
Teacher-Made Tests can be technological by the teacher using a word-processing software to generate the test. Teachers may also make online tests, that instantly grade. Essays portions of tests may be word processed, and teachers can also put a short test on a PowerPoint slide that projects onto a Promethean Board or screen.
(1) Students engage in self-reflection, and can use their ideas to further education.
(2) Allows the assessor to help the student relate to real-life, at the same time assessing writing skills.
(3) A variety of journals can be used such as learning journals, diaries, interactive reading log, and electronic journaling in the form of a blog.
(4) Journaling can reduce stress and improve health. Students may write about events in their life that they do not feel comfortable talking about, but find security in journaling.
(5) Not only are there varieties of journals, but also the teacher can offer several topics for journaling to prevent writer’s block.
(1) Students with writing disabilities are at a strong disadvantage, and may not be able to convey their thoughts through writing.
(2) Students can hurry through an assignment, and do not write as well as they have the potential to, and instead “text” the teacher with poor writing style.
(3) Students may face writing block, and say that they have nothing to write about in their assignment.
Journals can be generated using word-processing software. This will also aid students who are not good spellers. Journals can also be kept on a blog, or emailed to the teacher to save paper.
(1) By offering self-evaluation, students can see what they either missed or did wrong, and complete those lacking areas.
(2) If the teacher chooses, students can make the evaluation as a class, and complete it individually. Students will be more apt to participate if they had a hand in making the evaluation.
(3) Student takes responsibility for their grade, and keeps up with their work, working with the teacher to grade the work.
(4) Student gets instant feedback, because when the student is self-evaluating the teacher and student are working together to assess.
(1) Students can be dishonest and unfair in grading, and can become defensive when corrected.
(2) Student may feel that they are doing the teacher’s job, and can become a behavior problem.
(3) Students have to slowly integrate into self-evaluation. If self-evaluation is integrated too quickly, lack of understanding and participation will occur.
(4) For self-evaluation to be integrating correctly, students need to have a mini-workshop to explain how to self-evaluate correctly and the benefits of doing so.
Students can fill out their self-evaluations on the computer using a class website, that has been linked to a word-processed document.Students can also generate their own self-evaluation in the software program of their choice.
(1) Helps students to focus on overall learning expectations
(2) Helps to connect between observation and application
(3) Helps students to focus in class
(4) Helps to deliver and summarize content quickly and efficiently
(5) Helps students communicate their ideas
(6) Helps students to apply knowledge delivered from a textbook
(7) Aids in scaffolding
(1) Pacing for students can be easily underestimated and/or overestimated
(2) Can be easily lost
(3) Students grow really tired of worksheets, and lose the quality effort to complete them
Students can make their own worksheets, and then email them to the teacher. Teacher can them post the worksheets on the class website. There are also websites available that have interactive worksheets that grade immediately.
1. Homework can be an ideal way for students to practice what they have learned in school. (Kohn) 2. Reflects students’ ability when they have access to resources (Kohn)
1. Does not assess students’ ability or overall learning as typically defined. (Kohn)
2. “On top of causing stress, more homework means kids have less time for other activities. There’s less opportunity for the kind of learning that doesn’t involve traditional skills. There’s less chance to read for pleasure, make friends, play games, get some exercise, get some rest, or just be a child” (Kohn).
The computer provides resources that helps students with homework. Some schools have the “Homework Hotline” in which students and parents can use their phones and get assignment information and at home assistance with homework each night.
1. an excellent classroom management strategy because it forces students to enter the classroom and immediately focus on the task at hand. (Cook) 2. It be useful as a formative assessment 3 x 5 or 4 x 6: Lined or Unlined Index Cards: 1. All work is of uniform size (wku) 2.Students are not intimidated by the amount of blank space they need to fill (wku) 3. Very portable, easy for teacher to handle for reading, scoring, and lesson use (wku) 4. May be filed in a standard card file for future reference (wku)
3 x 5 or 4 x 6: Lined or Unlined Index Cards: 1. Card purchases may be limited by budget constraints (wku) 2. Cards are more difficult for individual students to keep up with (wku) 3. Keeping a collective record of the student's work will most likely fall to the teacher (wku) 4. Verbose students and/or students who write large may find this format confining (wku)
5. Difficult to maintain student confidentiality when collecting or returning work (wku)
Students can type their responses and make them available for the teacher to view.
Multiple Choice 1. More answer options reduce the chance that participants can correctly guess an answer. (adobe,com) 2. Greatest flexibility in type of outcome assessed: knowledge goals, application goals, and analysis goals. (adobe,com) True/False 1. Can present many items quickly. (adobe,com) 2. Easy to score. (adobe,com) 3. Used to assess popular misconceptions or cause-effect
reactions. (adobe,com)
Multiple Choice 1. Reading time is increased with more answers. (adobe,com) 2. Reduces the number of questions you can present. (adobe,com) 3. Can be difficult to write multiple reasonable choices. (adobe,com) 4. Quiz takes more time to write. (adobe,com)
True/False 1. Most difficult type of question to write objectively. (adobe,com) 2. Ambiguous terms can confuse learners. (adobe,com) 3. Fewer answer options (adobe,com) 4. Increase the chance of correctly guessing an answer. (adobe,com)
Quizzes can be made by using different computer programs and websites. Students are also able to take quizzes by way of computers and other technological devices such as the iRespnd system.
1. Rubrics help categorize student work. (Teachnology) 2. Rubrics have the ability to record grades objectively. (Teachnology) 3. Rubrics save you time. (Teachnology)
1. Rubrics don't always take outside circumstances into account. (Teachnology)
2. Can be too analytical for artistic projects. (Teachnology)
1. Convenient (Morningside) 2. Can be adopted and implemented quickly. (Morningside) 3. Reduces or eliminates faculty time demands in instrument development and grading. (Morningside) 4. Are scored objectively. (Morningside) 5. Provide for external validity. (Morningside) 6. Provide reference group measures. (Morningside) 7. Can make longitudinal comparisons. (Morningside) 8. Can test large numbers of students. (Morningside)
1. Measures relatively superficial knowledge or learning. (Morningside) 2. Unlikely to match the specific goals and objectives of a program/institution. (Morningside) 3. Norm-referenced data may be less useful than criterion-referenced. (Morningside) 4. May be cost prohibitive to administer as a pre- and post-test. (Morningside) 5. More summative than formative (may be difficult to isolate what changes are needed. (Morningside) 6. Norm data may be user norms rather than true national sample. (Morningside) 7. May be difficult to receive results in a timely manner. (Morningside)
Students could possibly take standardized test by way of the iRespond control system, since most standardized test are multiple choice.
1. Easy to administer (Morningside) 2. Can cover a variety of topics in a brief amount of time (Morningside) 3. Can be used to gather information from individuals who would be difficult to include in other assessment methods (Morningside) 4. Demonstrates concern about gathering feedback/information (Morningside)
1. Information on student learning (perception and opinion) considered to be indirect data (Morningside)
A survey can be taken on the computer in order to maintain a greater confidentiality. An example of a way to create an interactive survey on the computer is by creating one in Google Docs.
Correspondence (electronic and physical) (RS)
getenglishlessons.com
Allows for students to share, compare, and inquire information from students in other classrooms (locally, nationally, and globally).
Provides authentic cultural learning when corresponding with foreign students or classrooms.
Provides teachers with the opportunity to build on the learning gained through the correspondence between students through the creation of additional assignments, projects, or tests.
Provides students and teachers the opporunity to refine the students' writing skills.
Requires the full cooperation of another teacher, classroom, or student.
The information gathered through correspondence may be invalid, false, or deceiving.
Requires a lot of time (both outside and inside of the classroom) from both ends of the correspondence.
School schedules may not match up with the schedule of the cooperating classroom (i.e. one school on vacation while another class is in session).
Translation (or lack thereof) may serve as barrier for correspondence.
Technology allows for rapid communication (i.e. email, social networking sites, instant messaging, Skype).
Can offer translation services between classrooms with language barriers.
Allows for the technological sharing of documents, photos, and videos between students rather than traditional pen and paper.
Podcasts (RS)
digitaltrends.com
Allows for students to access learning outside of the classroom, at home and on the go.
Provides students with the opportunity of recording, and editing audio files for the submission of an assignment ideal to them.
Allows for the teacher to take student podcasts home or on the go for evaluation and assessment.
Requires the user and listener to own or have access to specific audio recording and playback equipment.
Compatibility between audio files and listening devices may result in the inability to listen or record audio.
Difficult teaching tool for visual or physical learners.
Technology plays the most important role in podcasting as it is required for its use. Technology components required include:
computer
microphone
recording software
speakers or mp3 player
Performances (RS)
berkleebpc.com
Provides students with the opportunity to showcase learning through a physical performance (i.e. drama performance for drama class, musical performance for music class, and physical activity performance for physical education class.)
Allows for teachers to observe genuine learning (or lack thereof).
Provides parents, guardians, and others the opportunity to witness the learning that took place within the classroom.
Provides students with the opportunity to refine and hone their skills before a performance.
Music and physical activity performances are universal in that the viewer does not need to have a particular understanding of the learning before witnessing it.
Performance may not represent the quality of the learning that took place (perhaps due to nerves or comfort).
Requires a lot of class time, or time outside of the class for practicing and ultimately the performance.
Equal support may not be given to each of the students from persons outside of the classroom, or from other students.
Technology (i.e. camera or video camera) can allow for the capturing and preserving of the performance for review at a later time.
Technology can enhance a performance through the addition of music, lighting, background images, etc.).
Peer Editing (RS)
jesuitnola.org
Allows the teacher to observe learning from students based on their edits/marks on another student’s assignment.
Provides the students with opportunities to identify and correct mistakes before turning in the final product for grading.
Quality products are turned in as a result of peer editing.
Informs the teacher of learning that may not have taken place if multiple or all students are missing mistakes for editing.
Variation of student knowledge may affect the quality of editing that takes place.
Absent students miss out on the opportunity to have other peers edit their work before submitting the assignment. In addition, students who fail to complete a draft for editing also miss out on the editing process.
Students may not put as much effort into the editing process as others, therefore getting less out of it.
Microsoft Word enables the editor and the reviewer the opportunity to track edits and changes to a word document.
Technology allows for the insertion and deletion of information into a document with ease.
Allows for the students to print or distribute multiple copies of the document needing editing to multiple students at the same time, expediting the editing process.
Practice Sheets (RS)
bsdiweb.com
Provides the teacher with evidence that practice of the material has taken place (i.e. workout cards in physical education, practice sheets in music class, etc).
Provide the teacher something to reference during student-teacher conferences.
Allows for the students to visually track their practice and learning towards a certain goal.
Encourages work outside of the classroom.
Students may be tempted to forge information on the practice sheet.
Students may not spend time practicing or working on material that will help them progress in their learning.
Because outside learning is encouraged, students may become more easily distracted outside of the classroom setting.
Technology can be used to electronically track and record practice through word documents, Excel worksheets, etc.
Practice sheets can be submitted electronically.
Electronic communication between student and teacher can encourage the practicing of relevant and pertinent material.
Response System (AB)
unf.edu
A response system gives the teacher instant feedback about what the students understand.
The teacher can adjust accordingly by either moving on or reviewing depending on the responses from the students.
Can’t be used as individual assessments, only a class as a whole.
It also doesn’t allow the teacher to see the student’s work. So, the students could have guessed. This presents a problem because the teacher may think the students understand when they really do not.
Limited to multiple choice questions
Students are actively using technolgoy by using the clickers and responding to the questions.
The response system software records the students answers and displays a bar graph for the teacher to assess the class.
Application Cards (AB)
After learning a new concept students are asked to find at least one real-world application of the concept.
Application cards require the students to have a solid grasp of the concept in order to properly choose a real-world application.
They allow the students to relate learning to the real-world.
They also give the students some ownership over their learning because they are creating problems and examples that could be used in class. http://www.ntlf.com/html/lib/bib/assess.htm
It cannot be applied to all topics.
It does not show the student’s ability to actually solve a problem, only to choose one.
Students can use the internet to do research and look for quality examples of reali-world applications.
After the teacher compiles a list of the best applicatoins froms the class, the students can choose several and do a webquest.
Experiments (AB)
comparestoreprices.co.uk
An experiment is a hands-on activity where the students get to explore and make their own discoveries.
With an experiment students can write a report describing the steps they took, what happened and why
Experiments allow students to collaborate and help each other make discoveries.
Through discovery students can make connections between the concepts.
Can take a long time to prepare.
Many times they are done in groups so the work may not be distributed equally among the group.
Can be a safety issue especially in science.
If the steps aren't followed properly the students will not be able to make the connections.
Students can do virtual experiments instead of normal experiments. Through the internet or software, students can perform tasks and make discovers in a virtual environment. http://www.jhu.edu/virtlab/virtlab.html
An example is V-Frog. Through the V-Frog software students can manipulate a scalpel using the mouse and dissect a frog. They can explore the anatomy of frog without having to cut into a real frog. http://www.tactustech.com/products/vfrog/index.html
Students can also use word processing to write the report and create tables and graphs to display their data.
Presentation (AB)
stockphotopro.com
Allows student to use their creativity.
In order to present the information students need to have a strong grasp of the concept.
Gives students some ownership of their learning.
Gives the other students a different perspective on the topic.
Students who are shy or have speech problems will not feel comfortable in front of the class.
If the presentations are not well prepared the rest of the class will not pay attention.
The software the students used to create their presentation at home may not be compatible with thte software in school.
Students can use many different forms of technology to present.
They could use power point or a word processing software to create the presentation.
Within the presentation they could inlcude video clips or music as well.
Concept Maps (AB)
cals.vt.edu
Students create their own map, so it requires fairly deep understanding.
Allows the teacher to gain insight into the way students view a topic
It also allows the teacher to examine the valid understandings and misconceptions students hold and assess how students connect one concept to another.
Strength of Assessment
Provides a systematic & organized collection of evidence of a student's efforts, progress, growth, and achievement in a particular area (Stiggins, 2005)
- Technology has made portfolios more efficient, easier to compile, possible to save, edit and update.
- Facilitates the ease which portfolios can be shared with others (Salend, 2009)
- Technology also allows the user to be creative and produce a unique document that reflects the individual.
- Can hold a greater number and variety of artifacts (Nabuzzetto-More & Alade 2006)
**eportfolio.org** - Check out this website to make your E-portfoliofreewebs.com
NETS Standard Addressed:
bryanabbott.com
2. Encourage students to acknowledge various points of view.
3. They help establish context for historical events.
4. Allow students to discover evidence.
5. Help students see cause and effect relationships.
6. They encourage students to compare and contrast evidence.
7. They help students understand continuity and change over time.
8. Force students to consider and recognize bias.
9. Make students question where information comes from.
10.They drive students to determine validity and reliability of sources.
11.They enable students to realize the importance of referencing multiple resources for information. (National Archives, 2010)
2. Students may try to look up the documents explanations via internet web pages rather than try to understand the document themselves, so teachers need to be aware and limit opportunities for plagiarism and check for plagiarism.
3. Students need ample time on computers to first examine electronic document sources, analyze them, categorize the documents electronically, and use word processing to create outline, rough draft, and final paper.
- The Library of Congress - There are primary source sets for American history. You may also design your own professional development in teaching with primary sources.
- Document-Based Questions - New York State DBQ Courses
- The Digital Classroom - Lesson plans using primary sources on the Internet by the National Archives and Records Administration.
- The American Memory Collection - Lesson plans using primary sources may be reached from The Learning Page.
- Presidential Libraries - Libraries for the presidents starting with Franklin Roosevelt. Many have links to digital and biographical materials.
- Teaching with Documents - by Peter Pappas.
Click here for a page of websites and lesson plans to use for document analysis2. Programs like Mindmeister could help students categorize the documents into buckets or analytical categories.
3. NETS Standard Addressed
csuchico.edu
2. Student work is more motivated, efficient, active and intensive due to lowered inhibitions and an increased sense of purpose
3. By eliminating the class division of authoritative teacher and passive audience, an emotive solidarity is obtained.
4. Students may perform many routine tasks, otherwise unnecessarily carried out by the instructor
5. Next to subject-related knowledge students gain important key qualifications like
2. Students have to work more than usual. Students may need up to three or more class periods to plan teaching one lesson.
3. There is a danger of simple duplication, repetition or monotony if the teacher does not provide periodic didactic impetus. (Learning by Teaching)
2. Students could also put together their lesson using pictures, diagrams, videos, etc from internet sources.
3. Google docs would help students compile their lesson. They could each work on one file (power point, word, excel, publisher) at the same time in different locations or at home. It is a big time saver for students and teachers.
4. Students could use **rubistar.4teachers.org** to create a rubric for assess what they teach the students during their lesson.
5. NETS Standard Addressed
www.nasa.gov
2. Allows teachers to assess students academic, functional, transitional, social, and vocational skills using computer virtual learning experiences
Example- Students can perform a virtual job, respond to a virtual job interview, or go shopping in a virtual supermarket (Salend, 2009)
3. Students can ask questions to virtual field trip presenters.
4. Some programs are free.
5. Opens doors up for students. Example- Students can take a virtual field trips to Anarctica.
Learn More About A New York School that Uses Virtual Field Trips
2. Inability to Ask Questions. Another downside of taking a virtual fieldtrip is the one-sided nature of this type of exploration. The students who use their computers and internet to travel to new destinations are unable to ask tour guides, docents, or other specialists any questions about the location they are learning about. Students are naturally curious and I believe they would have numerous questions after taking a virtual field trip that might not be in the teacher’s in-depth knowledge bank.
3. Lack of an Updated Experience. Exploring a destination using a virtual fieldtrip does not always provide an up-to-date experience. For example, a museum is a location that is constantly changing. Museums often change their exhibitions, feature a local artist every few months, or rotate special collections. Even the best websites are simply unable to constantly update the site’s activities and features, such as virtual fieldtrips. For a live, minute-by-minute experience a virtual fieldtrip just cannot live up to the real fieldtrip experience. (Robins 2008)
4. Some virtual field trip equipment is expensive.
www.**field-trips.org**/**trips**.htm www.techtrekers.com/virtualft
2.Or students can create their own virtual field trip and publish it at www.**uen.org**/tours. To make their own virttual field trip they would need access to a video camera and a video production program such as Windows Media Player.
3. http://meetmeatthecorner.org/ also allows students the opportunity to view podcasts.
4. After the virutal field trips students could respond to the experience by posting on a blog.
5. Students could could have questions to answer during the virtual field trip on their lap top or ipad.
6. Students could answer questons about the virtual field trip using Active Vote Expressions from Promethean Planet.
NETS Standard Addressed:
Use of digital cameras, camcorders, and audio recorders to record video and audio material and then use software programs to create digital videos or stores presenting role plays, documentaries, narratives, poems, book reports, interviews, and skills demonstrations (Salend, 2009)
2. Digital storytelling is a particularly good format for allowing students to share information about themselves and their families with others (Skouge et al., 2007; J.R. Thompson et al, 2007) Example- Student could create a digital storyboard that tells about the student's career goals, interests, and include interviews with family and friends, and music and pictures to help those at an IEP meeting develop transitional services for higher education experiences (Salend, 2009)
3. allows user to craft and record meaningful stories from their lives and share these stories in ways that enable learning, build community, and inspire justice (Center for Digital Storytelling, 2010)
Example-
Guardian Scholars at California State University, Fullerton
http://calstate.fullerton.edu/news/2005/storytelling.html
Berkeley, CA, U.S.A.
Beginning in 2004, the Center has led an intensive, four-day workshop/retreat each January with new Guardian Scholars at Cal State Fullerton—former foster youth who receive full tuition and expenses for college. A spin-off of our collaboration with the Y.O.UT.H. Training Project, the Guardian Scholars digital storytelling program has illustrated the immense value, to youth who grew up in care, of reflecting on their life experiences as they transition to higher education.
4. collaboration skills are enhanced as students work together to create a storyboard
5. allows more learning styles to be used than traditional writing
Examples-
-sound options reach auditory learners
-hands-on learners can include video
6. students become more engaged because the assignment relates to them and their interests
7. enhances writing by requiring students to consider a wider audience, not just their teacher (http://edweb.fdu.edu/folio/FrancoE/ST/benefits.html)
9. a less intimidating way for English learners of other languages, poor readers, and shy students to share their writing and ideas
2. Secondly, students must be aware of the computer software as well as the basic operations of a computer so that teacher assistance is less tech oriented and more about the project itself. Students must have the necessary computer foundation to perform well in class while using technology.
2. students could record themselves uisng audacity and add the sound bit to their program.
3. Students could use a scanner to add in documents.
4. Students could use avideo camera to record videos and then use a program like Windows Media Players edit.
Click here to view some samples of digital storytelling
NETS Standard Addressed
An online diary that can be updated regularly by students and teachers to present student assignments.
2. Blogs include text, video clips, audio files, and links to other websites provided the ability to reach many types of learners and allow for creativity
3. Blogs are a good way to extend classroom discussion beyond the confines of the classroom (Salend, 2009)
4. blogs provide an opportunity for students to work on communication skills and share information they have learned (Salend, 2009)
5. Students can use self-assessment by keeping a log of what they learned, the strategies used to learn them, and things they still do no understand (Salend, 2008). Teacher may view the self-assessment and decide what teaching strategies are in need of revision.
2. Teachers need to make sure the settings have students post before they can read other's comments to avoid copying other students ideas in their postings.
3. Teachers need to have a back up assessment plan in case a students can not access the interent or technology failes. For instance, allow students to email responses if the blog website had technical difficulties.
2. Students can create their own blogs at www.**blogger.com**/start to reflect on topics they have learned and discuss the topic with other to get new insight.
3. NETS Standard for Students Addressed
hadfields.ca
Information:
http://www.help4teachers.com/whyy.htm
(2) Layered Curriculum is a stress free way to assess a child, while scaffolding, without giving them a stressful test. Students have a large time limit, like 5 days, not a shirt time limit like 50 minutes to complete assessment.
(3) Layered Curriculum is more about individual student growth, versus a one-time assessment of knowledge. Layered Curriculum is about applying knowledge, and then allowing the student to orally defend their work.
(4) Layered Curriculum teaches the student responsibility, because it is up to the student to keep the assessment that the teacher and student have completed together.
(5) Classroom management issues are reduced, because the student is working individually, usually on different assignment, and engaged with the assignment at hand.
(6) Student complaints are also reduced, because students choose which assignments they want to complete. If the student proclaims that they are not an artist, they can choose a non-drawing assignment, such as memorizing a famous soliloquy.
(7) Students want to complete layered curriculum, because it is freedom from a traditional classroom, and puts learning into their realm of understanding.
(2) Student may not be ready to take on the freedom of layered curriculum, where self-discipline is expected out of mature students.
oldweb.madison.k12.wi.us
Information:
http://education.stateuniversity.com/pages/1835/Classroom-Observation.html
(2) If the student is assessed several times for short periods of time, the assessor gets a better reflection, and can account for good days and bad days.
(3) If the student is screened before the observation, help can be offered after the observation. For example, if the child says that words seem to “switch places” and then is observed with struggling to read, the child may be diagnosed with dyslexia.
(4) Being observed might be a better assessment for the student, because all that the student has to do is be himself or herself, and not have the pressure of memorization or essay-writing.
(2) If the student is assessed only a few times for lengthy periods, the student’s true potential is not truly observed. If the teacher teaches the child ten months out of the year, but is only observed three times, the student could be having issues outside of the classroom, and the impact of the issue could effect all aspects of the student’s performance.
(3) If the student is only observed, and not interviewed before and after the observation, the assessor does not get all the information, and assumptions can be made.
(4) Students may find it more stressful to be “watched” than to take a test.
ct4me.net
Information:
education.ucsb.edu/webdata/instruction/.../Teacher_Made_Tests.pdf
(2) Visual learners are successful at teacher-made test, but auditory and kinesthetic learners are at a disadvantage.
(3) If the test includes a variety of question styles, the test will automatically be more effective.
(4) If the test is purely multiple-choice, the test can take away the stress of writing.
(2) Different from standardized testing, teacher-made tests are intended to be short and quick to grade, which may not accurately assess a student’s knowledge.
(3) If the student is a poor reader, the student might know the knowledge by listening to the teacher, but cannot relay that due to illiteracy.
(4) Teacher-made tests are usually made after the unit has been taught, which limits the teacher’s ability to recall what has been taught.
(5) Some students prefer to take 30-minutes out of the class period, take the teacher made test, and go on with the class. Some students do not put the effort into the test as they may put into a project.
(6) Teacher rarely include how the test will be graded, and leaves students without instant gratification.
lauraberry.wordpress.com
Information:
http://www-distance.syr.edu/journal1.html
(2) Allows the assessor to help the student relate to real-life, at the same time assessing writing skills.
(3) A variety of journals can be used such as learning journals, diaries, interactive reading log, and electronic journaling in the form of a blog.
(4) Journaling can reduce stress and improve health. Students may write about events in their life that they do not feel comfortable talking about, but find security in journaling.
(5) Not only are there varieties of journals, but also the teacher can offer several topics for journaling to prevent writer’s block.
(2) Students can hurry through an assignment, and do not write as well as they have the potential to, and instead “text” the teacher with poor writing style.
(3) Students may face writing block, and say that they have nothing to write about in their assignment.
aafp.org
Information:
http://www.cdl.org/resource-library/articles/self_eval.php
(2) If the teacher chooses, students can make the evaluation as a class, and complete it individually. Students will be more apt to participate if they had a hand in making the evaluation.
(3) Student takes responsibility for their grade, and keeps up with their work, working with the teacher to grade the work.
(4) Student gets instant feedback, because when the student is self-evaluating the teacher and student are working together to assess.
(2) Student may feel that they are doing the teacher’s job, and can become a behavior problem.
(3) Students have to slowly integrate into self-evaluation. If self-evaluation is integrated too quickly, lack of understanding and participation will occur.
(4) For self-evaluation to be integrating correctly, students need to have a mini-workshop to explain how to self-evaluate correctly and the benefits of doing so.
info.themonkeyzone.com
Information:
http://www.maa.org/t_and_l/exchange/ite11/worksheets.htm
(2) Helps to connect between observation and application
(3) Helps students to focus in class
(4) Helps to deliver and summarize content quickly and efficiently
(5) Helps students communicate their ideas
(6) Helps students to apply knowledge delivered from a textbook
(7) Aids in scaffolding
(2) Can be easily lost
(3) Students grow really tired of worksheets, and lose the quality effort to complete them
surfnetparents.com
Information: Kohn, A. (n.d.). Rethinking homework. Retrieved from http://www.alfiekohn.org/teaching/rethinkinghomework.htm
Information: Kohn, A. (2006, September). Down with homework!. Retrieved from http://www2.scholastic.com/browse/article.jsp?id=7376
Information:
learned in school. (Kohn)
2. Reflects students’ ability when they have access to resources (Kohn)
2. “On top of causing stress, more homework means kids have less time for other activities. There’s less opportunity for the kind of learning that doesn’t involve traditional skills. There’s less chance to read for pleasure, make friends, play games, get some exercise, get some rest, or just be a child” (Kohn).
community.scholastic.com
Information: Admit/exit slip guidelines . (n.d.). Retrieved from http://www.wku.edu/3kinds/dmaesguide.html
Information: Cook, J. (2010, April 25). Different types of formative assessment in lesson plans. Retrieved from http://www.ehow.com/list_6385067_different-formative-assessment-lesson-plans.html
2. It be useful as a formative assessment
3 x 5 or 4 x 6: Lined or Unlined Index Cards:
1. All work is of uniform size (wku)
2.Students are not intimidated by the amount of
blank space they need to fill (wku)
3. Very portable, easy for teacher to handle for
reading, scoring, and lesson use (wku)
4. May be filed in a standard card file for future
reference (wku)
1. Card purchases may be limited by budget constraints (wku)
2. Cards are more difficult for individual students to keep up with (wku)
3. Keeping a collective record of the student's work will most likely fall to the teacher (wku)
4. Verbose students and/or students who write large may find this format confining (wku)
5. Difficult to maintain student confidentiality when collecting or returning work (wku)
tommclaughlin.blogspot.com
Information: Designing effective quizzes. (n.d.). Retrieved from http://www.adobe.com/education/resources/hed/instructional/connect/collaborative_teaching/pdfs/designing_quizzes_old.pdf
1. More answer options reduce
the chance that participants can
correctly guess an answer. (adobe,com)
2. Greatest flexibility in type of outcome
assessed: knowledge goals,
application goals, and analysis
goals. (adobe,com)
True/False
1. Can present many items quickly. (adobe,com)
2. Easy to score. (adobe,com)
3. Used to assess popular
misconceptions or cause-effect
reactions. (adobe,com)
1. Reading time is increased with more answers. (adobe,com)
2. Reduces the number of questions you can
present. (adobe,com)
3. Can be difficult to write multiple reasonable
choices. (adobe,com)
4. Quiz takes more time to write.
(adobe,com)
True/False
1. Most difficult type of question to write objectively. (adobe,com)
2. Ambiguous terms can confuse learners. (adobe,com)
3. Fewer answer options (adobe,com) 4. Increase the chance of
correctly guessing an answer. (adobe,com)
edtech.kennesaw.edu
Information: The pros and cons of using rubrics. (n.d.). Retrieved from http://www.teach-nology.com/web_tools/rubrics/rubricprocon.html
.
1. Rubrics help categorize student work. (Teachnology)2. Rubrics have the ability to record grades
objectively. (Teachnology)
3. Rubrics save you time. (Teachnology)
1. Rubrics don't always take outside circumstances into account. (Teachnology)
2. Can be too analytical for artistic projects. (Teachnology)
http://www.lauriefowler.com/rubrics.html
theislandofalameda.com
Information: Advantages and disadvantages of various assessment methods. (n.d.). Retrieved from http://www.morningside.edu/academics/research/assessment/documents/advantagesdisadvantages.pdf
2. Can be adopted and implemented quickly. (Morningside)
3. Reduces or eliminates faculty time demands in
instrument development and grading. (Morningside)
4. Are scored objectively. (Morningside)
5. Provide for external validity. (Morningside)
6. Provide reference group measures. (Morningside)
7. Can make longitudinal comparisons. (Morningside)
8. Can test large numbers of students. (Morningside)
2. Unlikely to match the specific goals and objectives of a program/institution. (Morningside)
3. Norm-referenced data may be less useful than criterion-referenced. (Morningside)
4. May be cost prohibitive to administer as a pre- and post-test. (Morningside)
5. More summative than formative (may be difficult to isolate what changes
are needed. (Morningside)
6. Norm data may be user norms rather than true national sample. (Morningside)
7. May be difficult to receive results in a timely manner. (Morningside)
how2assist.com
Information: Advantages and disadvantages of various assessment methods. (n.d.). Retrieved from http://www.morningside.edu/academics/research/assessment/documents/advantagesdisadvantages.pdf
2. Can cover a variety of topics in a brief amount of time (Morningside)
3. Can be used to gather information from individuals who would be difficult to include in other assessment methods (Morningside)
4. Demonstrates concern about gathering feedback/information (Morningside)
getenglishlessons.com
digitaltrends.com
berkleebpc.com
jesuitnola.org
bsdiweb.com
unf.edu
http://cft.vanderbilt.edu/teaching-guides/technology/clickers
After learning a new concept students are asked to find at least one real-world application of the concept.
comparestoreprices.co.uk
stockphotopro.com
cals.vt.edu
- Students create their own map, so it requires fairly deep understanding.
- Allows the teacher to gain insight into the way students view a topic
- It also allows the teacher to examine the valid understandings and misconceptions students hold and assess how students connect one concept to another.
http://www.flaguide.org/cat/conmap/conmap1.php